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LESSON PLAN: Page 1
Name__Charlotte Thornton___________________________ SUBJECT: Science
Title___Forest for the Trees (PLT pg. 247)_________ Topic(s)/Concepts:
Forests, trees/Change
Grade___3_____Time__9:30-10:15 AM____Date_4/14/95__ Conservation of
natural resources
Process Skill(s):
School__Chapman Elementary_________District___7____ communicating,
observing,
problem solving,
classifying,
_____________________________________________________inferring, predicting
Purpose (Plan): Promote awareness regarding the care of our forests. To
make students aware that choices are sometimes made for economic reasons.
..........................................................................
Advance Organizer/Theme(s): Structure and scale in resources and
technology/Conservation and management
technologies applied to the preservation
of natural resources.
..........................................................................
Value: Forests are beneficial to us for many reasons. Forests provide
oxygen for us to breath, lumber, paper, help protect our
drinking water, and provide a home for many animals.
___________________________________________________________________________
Objective: The learner will:
1.0 Orally describe how a tree farm is managed by physically playing the
role of a tree.
2.0 In writing, sort and describe the stages of growth a tree farm
____progresses through.____________________________________________________
Materials: three signs: Pulp, Lumber, Firewood
Forest Stand Puzzle activity sheet (copy attached)
...........................................................................
Literature (Author, Title):
Once there was a Tree, by Natalia Romanova
___________________________________________________________________________
Procedure: (List; introduction/set, activity, closure) Teaching
1.1 The teacher will state the purpose and value of the Strategies:
lesson as stated above. exploration,
1.2 The teacher will ask the students what they know discussion,
about tree farms and write a word tree on chart questioning.
paper using the students ideas.
1.3 The teacher will explain that a tree farm provides
many useful products such as lumber and paper. Related Activities/
There are many other uses, such as homes for Math Skills:
wildlife, trees produce oxygen, fruits and nuts. classifying/sorting
1.4 The teacher will place the "trees" in rows. The
teacher will explain that she is the owner of
unproductive land. The students are now tree
seedlings. She has called the S.C. Forestry Provisions for
Commission to find out how to manage the tree farm. Rates
_____They told her to plant pine trees and they helped her Those who finish___
Extension Activities:
Assessment: The teacher will: The class will visit
1.0 Listen to the students describe how to manage a tree a State Park where
farm. (thinning, harvesting, preventing insect damage Ranger Roy Boyd is
and disease.) scheduled to speak
2.0 Check activity sheets (attached) to see that students to the students.
have sorted and described the life cycle of a tree farm's
tree stand. (An example of an acceptable life cycle is attached.)___
Name Charlotte Thornton Page 2
develop a long-range management plan for the land. early will read
1.5 The teacher tell the students now that they have a tree book from
been growing for 15 years, they are beginning to the class library.
crowd each other. Soon, they will not have enough Protecting
food, water, or sunlight to grow properly. Their Trees & Forests,
growth will be slowed and they will be susceptible Felicity Brooks,
to insects and disease if something is not done. Trees and Forests,
The trees need to be thinned so that those by E. G. Jeunesse,
remaining can grow quickly. Just a Dream, by
1.6 The teacher will explain why the trees are being Chris Van Allsburg.
removed. Those trees will be removed and used for Students will then
firewood. The teacher will choose approximately report to the class
every other "tree" to be removed. One student will interesting facts
be given a sign with the word Paper on it. Another they have learned.
student will be given a sign with the word Firewood For example: The
on it. The "trees" that have been thinned will oldest, tallest
stand in their designated group. trees grow in the
United States
1.7 The teacher will explain that the remaining "trees" Bark expands as a
have been growing for another 10 years, and the tree grows. Not
stand needs to be thinned. Every other tree will all trees loose
become paper. This thinning will allow the their leaves in the
remaining trees to develop at a fast pace. The winter. Trees are
cut "trees" will stand with the other Paper homes to many
"trees." animals.
1.8 The teacher will explain that another 15 years has Organizational
passed. The trees are now mature and will not sizes in instruc-
grow much bigger. If the stand is not cut, insects, tion: Whole class
disease or wildfire could destroy its value as and groups of 4.
timber. With this in mind, harvest the remaining
"trees" for lumber.
1.9 The teacher will line the "trees" up the way they
were in the beginning and then conduct a discussion
on what natural events could occur to change the
forest, such as disease, insect damage and wildfire.
1.10 The teacher will be a wildfire and rip through the
forest destroying the trees. The students will sit
as they are destroyed. The teacher will lead a
discussion the results of a wildfire, making sure
to state that fire is a natural occurrence and the
forest will return through natural regeneration
and planting.
1.11 The trees will be planted in their original place.
The tree farmer will explain(teacher) is going to
now move away and sell the land. The new owner
is not interested in running a tree farm. He has
decided to build homes on the land.
1.12 First the new owner builds a road and in the process
cuts one row of trees. The trees are burned. Next,
some of the trees in the next row are removed so
houses can be built there. They are also burned.
More and more trees are cut down and burned for
various reasons, businesses, schools, etc. Some
of the trees die.
1.13 The teacher will ask and listen as the students to tell
how a tree farm is managed. For example: Seedlings are
planted. After 15 years, the trees are thinned so that
Name: Charlotte Thornton Page 3
they can grow better and not compete for their needs.
The trees will also be less susceptible to insects and
disease. After another 10 years the trees are thinned
again. The trees removed will be used for paper or fire-
wood. After another 15 years, all the trees will have
grown as much as they are going to and can be harvested
for lumber. More seedlings should be planted in place
of the cut trees, or a few mature trees should be left
to provide seeds for new trees.
2.1 The teacher will introduce and read the book
Once there was a Tree, by Natalia Romanova.
2.2 The teacher will lead a discussion regarding how the new
tree grew. It started as a seed, sprouted, became a
seedling, continued to grow into a sapling, then a tree.
2.3 The teacher will provide an activity sheet (see attached
Forest Stand Puzzle) and give directions for the sheet.
In groups, the students will decide the order in which
to place the stages of the tree farm. On the back of
the paper, students will write an explanation for the
sequence of the boxes.
2.4 Provisions for rates: see page one.
2.5 Closure: The teacher will ask students what we have learned
about trees today. Expected answers: A tree farm is a special
place where trees are taken care of. Trees need to be thinned or
insects, disease or wildfire can destroy them. Trees grow better
when they have enough space.
The teacher will lead a class discussion on the value of this
lesson. (see the value on page one)